Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 2004. / Title from title page screen, viewed May 18, 2006. Dissertation Committee: Matthew S. Hesson-McInnis (chair), John B. Pryor, Eros R. DeSouza, Adena B. Meyers, Kathleen McKinney. Includes bibliographical references (leaves 130-152) and abstract. Also available in print.

Thesis (Ed.D.)--Teachers College, Columbia University, 1994. / Includes table. Typescript; issued also on microfilm. Sponsor: Jeannette Fleischner. Dissertation Committee: Jonathan Hughes. Includes bibliographical references (leaves 185-188).

The procedural survey on sexual harassment procedures sent to 300 Texas principals had a response rate of 48.3 %. The mean score on the procedural survey for all 300 principals was 69.30 %. Eighteen research questions were addressed in detail in Chapter 4. Only five showed a significant correlation or effect size. Question 5 asked if there was a correlation between gender and the mean score of the survey instrument regarding sexual harassment procedures. The mean score of women was significantly higher than men. Question 6 asked if there was a correlation between the number of students in a school and the mean score of the survey instrument regarding sexual harassment procedures. This revealed that a significant correlation appeared between principals who worked at larger schools. Question 10 asked if there was a correlation between the location of the school, whether rural, urban, or metroplex and the mean score of the survey instrument. Principals of urban and metroplex schools scored significantly higher. Question 13 asked if there was a correlation between the hours of sexual harassment training attended in the last year and the mean score of the survey instrument regarding sexual harassment procedures. The results of this analysis revealed that a correlation approaching a medium effect size of .237 was present. Question 18 asked if there was a correlation between the total number of hours a principal had attended training and the mean score of the survey instrument. Neither the Pearson's correlation or the Spearman's rho was statistically significant. However, due to the large variation in responses on the sum of hours of training about sexual harassment, it was suspected that there might be a covariate accounting for sub-populations within the principals who participated in the survey. For ages 30-43.5, as the number of total training hours increased, the mean score on the survey instrument also increased. There was no significantly statistical significance between the other age groups and the mean score on the survey instrument. The other thirteen research questions did not show a significant correlation to the sexual harassment procedural survey instrument administered to Texas principals.

This thesis examines perceptions regarding sexual harassment, racial prejudice and drug misuse among USNA varsity athletes. Based on previous research, it was hypothesized that both gender and minority status would be predictive of perceptions regarding these behaviors among midshipmen and midshipmen athletes. The thesis also explores the relationship between indicators of athletic participation and experiences and perceptions regarding sexual harassment, racial prejudice and drug misuse. Data from 2735 midshipmen who responded to the USNA Values Survey and 723 midshipmen-athletes who responded to the NAAA Exit Survey were used for analyses. Results of regression analyses indicate that both gender and ethnicity were significant predictors of sexual harassment and racial prejudice but not drug misuse. Athletic status did significantly influence perceptions. Implications of these findings are discussed for

Thesis (Ed.D.)--Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

Schools face a serious problem of sexual harassment inflicted on female / Thesis (M.Ed.) - University of Kwazulu-Natal, 2006.

This study attempts to broaden the knowledge and understanding of issues of sexual harassment experienced by girls in a high school in Lesotho. It does this by focussing on Form D girls in one high school in Maseru, here referred as Fora High School; and consequently how they cope with it. The study locates itself as concerned with gender justice. It assumes that it constitutes a discursive position that contrasts and opposes dominant patriarchal discourses. It sets out also to establish to what extent sexual harassment occurred and how it was perceived by those that experience it. It is a qualitative study that employs narratives and observation as the research methods. To achieve this, a module that introduced concepts of sexuality and sexual harassment preceded the data collection. Although the study was confined to Form D girls and did not include all the girls in this school, findings reveal that girls in this class experienced and observed sexual harassment in this school and more specifically in the classroom than anywhere else. Teachers were the major perpetrators of sexual harassment. Studying the narratives presented as data, physical harassment was the most frequently reported form of harassment. When such behaviours are reported, teachers ignore it and this suggests that they 'normalise' sexual harassment and thus reinforce dominant patriarchal discourses of hegemonic masculinity. Based on the participants' narratives and also arguing from the discursive position of gender justice, recommendations are suggested for this school and others to introduce sexuality and sex education in an attempt to make schools more equitable places for girls. It proposes that educational policies and curricular development more generally be revisited and to ensure that they are addressing sexuality education and therefore sexual violence particularly. / Thesis (M.Ed.) - University of Natal, Durban, 2002.

This study investigates the nature and extent of sexual harassment of girls in four coeducational secondary schools in Pietermaritzburg. It focuses on how boys sexually harass girls; how it manifests itself; the way it is perceived by the girls and the language they use to describe it; the strategies they use to deal with it; and the effects the behaviour has on their schooling. School policies and procedures in dealing with sexual harassment, or lack thereof, will also be analysed and recommendations made for policies and strategies for educators and learners. The study locates sexual harassment as a form of gender-based violence against females and asserts that all the incidents of sexual violence, both in the public and private spheres, both overt and subtle forms, are linked because all these incidents are a manifestation of gender power inequalities. Sexual harassment at school is only part of the continuum of violence that females constantly face. The concept of a continuum enables the exploration of experiences that are subtle and covert, which are not easy to recognise, but are a key issue to be addressed if the problem of genderbased violence is to be tackled effectively. The methods used in this research process are reflective of the ethnographic case study and acknowledge the complexities of the issues involved in the research problem. Thus, it develops a complementary relationship between qualitative and quantitative components so that tools necessary for deep exploration can be provided and the perspectives of the central subjects of the study can be brought in. In-depth group interviews were conducted with at least 10 girls, from diverse backgrounds aged between 16 to 18 years, from each school and questionnaires were administered to 150 girls from the four schools to investigate the nature and effects of sexual harassment on them. School managers were interviewed about school policy on sexual harassment and procedures that have been adopted to address the problem. An analysis of the data reveals that despite the pervasiveness of the problem, it is surrounded by silence because the girls have difficulties in recognising and articulating their experiences of sexual harassment. It shows that the sexually harassing behaviour is rationalised as 'normal' whilst at the same time controlling the girls educationally, socially and emotionally Further, it shows that when gender intersects with race and class it can produce greater negative treatment for black, working class girls. The perpetrators, who are mostly males, act with impunity because the power relations inherent in the schools are gendered and, therefore, the schools are complicit in producing the inequalities in gender and power relationships that underpin sexual harassment. / Thesis (Ph.D.)-University of Natal, Durban, 2003.

Thesis (Ph. D.)--University of Toronto, 2005.